Suggested Duration: 4-5 Weeks

UNIT DESCRIPTION

This module provides students with an overview of the history of animation including the influence of technology and innovations. Lastly, students will gain insights into potential career paths within the animation industry.

Two hands-on labs in this unit require advance preparation and supply requisitions. It is recommended that you start at least two weeks in advance.

Cardboard Required

In addition to the materials requisition below, you will need a large quantity of cardboard. Prepare well in advance by collecting cardboard from anywhere possible.

Check with your campus about acquiring cardboard boxes. You should be able to get a large supply from the cafeteria or other departments if you ask in advance.

To save space, you can pre-cut your cardboard into 13" x 13" pieces. You will need at least 20 13" x 13" pieces per group of 5 students. So, if you have 2 sections of 30 students each, then you will need 240 13" x 13" pieces of cardboard (20 pieces x 12 groups).

Lab Materials Requisition

There are two labs in this unit and both require a requisition for materials. It is recommended that the requisition be submitted as early as possible and at least one month in advance. Consumable supplies should be re-ordered in April or May for the following year using SchooLinks data to estimate enrollment numbers and supply quantities.

Follow the district purchase request process to order supplies. Linked below are the required materials.

Animation Unit 1 Lab Materials List

Unit TEKS

(2) The student applies academic knowledge and skills in animation projects. The student is expected to:

(a) apply English language arts knowledge by demonstrating skills such as correct use of content, technical concepts, vocabulary, grammar, punctuation, and terminology to write and edit a variety of documents; and

(3) The student understands professional communications strategies. The student is expected to:

(b) organize oral and written information;

(e) apply active listening skills;

(4) The student understands and employs problem-solving methods and conflict-management skills. The student is expected to:

(a) employ critical-thinking skills independently and in groups; and

(b) employ interpersonal skills in groups to solve problems.

(7) The student applies leadership characteristics to student leadership and professional development activities. The student is expected to:

(a) demonstrate leadership skills independently and in a group setting;

(b) conduct and participate in groups; and

(9) The student applies technical skills for efficiency. The student is expected to employ planning and time-management skills to complete work tasks.

(14) The student researches the history and evolution of animation. The student is expected to:

(a) explain the history of animation;

(b) describe how changing technology is affecting the industry;

(d) compare current animation technologies with historical technologies;

(e) compare various styles of animation; and

(f) explore emerging and innovative animation technologies and software.

(15) The student understands and applies animation principles, elements, and techniques. The student is expected to:

(b) describe and use cells, stop motion, tweening, motion paths, masking, looping, scripting/programming, and interactivity;

Unit 1: History of Animation

Download Unit Slideshow

Unit 1: History of Animation and Animation Technology Slideshow

Lesson1/Lab 1: Animation Before Film (3-5 Days)

Lesson Planning & Preparation

Lesson Overview:

In this lesson, students will learn about the praxinoscope, and early animation technology from the late 19th century. During the lab, students will build a praxinoscope in small groups. The lab requires advance preparation.

Unit 1 Lab Materials Supply List

Learning Objectives:

Students will be able to describe the first animations, including who invented them and when they were created.
Students will be able to describe how a praxinoscope works and will complete the construction of one in a group lab.

Lesson TEKS:

(3) The student understands professional communications strategies. The student is expected to:

(e) apply active listening skills;

(4) The student understands and employs problem-solving methods and conflict-management skills. The student is expected to:

(a) employ critical-thinking skills independently and in groups; and

(b) employ interpersonal skills in groups to solve problems.

(7) The student applies leadership characteristics to student leadership and professional development activities. The student is expected to:

(a) demonstrate leadership skills independently and in a group setting;

(b) conduct and participate in groups; and

(9) The student applies technical skills for efficiency. The student is expected to employ planning and time-management skills to complete work tasks.

(14) The student researches the history and evolution of animation. The student is expected to:

(a) explain the history of animation;

(b) describe how changing technology is affecting the industry;

(d) compare current animation technologies with historical technologies;

(e) compare various styles of animation; and

(f) explore emerging and innovative animation technologies and software.

What You Will Need:

U1 History of Animation Slideshow (slides 3 - 13)

Print Materials (1 copy per group)
1. 1. - Dodecagon Cutting Guide
    - Horse in Motion Frames

Lab Supplies

Tools and Supplies Bin (One Per Group): Place the following items in each group bin.
- - 1. 1. Durable Supplies
        Cardboard Cutting Scissors
        Regular Paper Cutting Scissors
        Hot Glue Gun
        #2 Phillips Screwdriver
        Ruler
        Consumable Supplies
        1 Dodecagon Cutting Guide
        1 Horse in Motion Frames
        Glue Sticks
        1 Lazy Suzan Hardware
        Two 6" x 9" Adhesive Backed Mirror Sheets
        One 12" x 1/4" Wooden Dowel
        Eight #6 x 5/8" Drywall Screws

- - Items to Distribute to Each Group That Won't Fit in the Bin
    1. 1. Four 13" x 13" Pieces of Cardboard
        1 Embroidery Hoop
        One 22" x 28" Poster Board
        One 16" x 20" Foam Board

- - Item to Distribute to Each Group and Collect at the End of the Period
    1. 1. 1 Roll Blue Tape Per Group
        1 Roll Double Sided Tape Per Group

Lab Preparation

Assign students to groups of five ahead of time.
Prepare each group's materials bin.

Instruction

Opening Warm-Up (5 minutes)

Ask a question designed to check for students prior knowledge.

Example: Approximately what year were the first animations created? Describe early animations.

Mini-Lesson (15 minutes)

Show slides 3 and 4 and review the animation timeline with students. The timeline previews the lesson content and will provide a good time to review the lesson objectives.

Discuss slides 5 and 6 with the class and then play the video on slide 7.

Slides 8 - 13 contain the praxinoscope lab instructions.

Praxinoscope Lab (25 minutes)

This lab will take approximately three to four class periods to complete. After the first day, you can skip the mini-lesson and use the extra 15 minutes for group work time.

Group Tasks (instructional videos on each section are included in the slideshow):

Create the base (make sure the names of the team members are written on the base)
- Cut four 12” diameter circles from the cardboard stock. Use the embroidery hoop to draw the cut line.
- Hot glue each pair together creating a top and a bottom base that is two layers thick.
- Cut a hole in the center of top to fit the dowel.
- Attach the lazy susan hardware to the base.
- Secure the dowel to the top base with hot glue.

Create the hoop assembly (make sure the names of the team members are written on the assembly)
- Cut a 12” circle out of the poster board. Use the embroidery hoop to draw the cutting line. Make sure to CUT JUST OUTSIDE THE LINE.
- Cut out a 2” - 4” diameter hole in the center of the poster board.
- Hot glue the embroidery hoop to the poster board.

Number the horse in motion pictures from 1 through 15.
Cut out each horse in motion picture.
Cut a 4” wide by 42” long piece of poster board.
Attach the horse in motion pictures in order to the strip of poster board ½” apart.
- Make sure to attach them in a straight line.

Create the dodecagon (make sure the names of the team members are written on the dodecagon)
- Cut twelve pieces of foam board that are 1 ½” wide by 6” long.
- Cut twelve pieces of mirror paper that are 1 ½” wide by 6” long.
- Cut out the paper dodecagon.
- Use the paper dodecagon to draw two dodecagons on the foam board. Then, cut them out.
- Cut a hole through the center of the dodecagons just big enough for the dowel to fit through.
- Hot glue the strips of foam board to the dodecagon.
- Attach the mirror paper.

Finish the assembly with the completed dodecagon, hoop and base.
- Attach the hoop assembly to the base with hot glue.
- Attach the dodecagon assembly to the base/hoop with hot glue.

Closing Clean-Up (5 minutes)

Make sure there is a place to store student projects while they are being constructed. Have students place all tools in the bag provided to them. Then, have them neatly put all of their materials together in a designated area.

Lesson 2: Animation from 1900 through 1920 (1-2 Days)

Lesson Planning & Preparation

Lesson Overview

In this lesson, students will learn about four important animators who helped shape the industry from 1900 through the 1920s: J. Stuart Blackton, Emile Cohl, Winsor McCay, and Walt Disney.

Learning Objectives

Students will be able to explain the historical significance of J. Stuart Blackton, Emile Cohl, Winsor McCay, and Walt Disney as it relates to animation.

Lesson TEKS

(2) The student applies academic knowledge and skills in animation projects. The student is expected to:

(3) The student understands professional communications strategies. The student is expected to:

(b) organize oral and written information;

(9) The student applies technical skills for efficiency. The student is expected to employ planning and time-management skills to complete work tasks.

(14) The student researches the history and evolution of animation. The student is expected to:

(a) explain the history of animation;

What You Will Need

U1 History of Animation Slideshow (slides 15 - 24)
Animation U1L2 Research and Reflection: Animation From 1900 - 1920s
1. 1. - This link creates a copy of the EDIT version of the Google Form. Please save it in your personal course folder.

Instruction

Opening - Warm Up: Check for Recall (5 minutes)

Ask a question to check for students’ ability to recall information from the previous lesson.

Mini-Lesson (15 minutes)

Review slides 14 through 23. Students will complete a quiz at the end.

Solo-Work Time (25 minutes)

Instruct students to complete Animation U1L2 Research and Reflection: Animation From 1900 - 1920s.

Wrap Up - Exit Ticket (5 minutes)

Ask a question designed to check for students’ understanding of the lesson content.

Lesson 3/Lab 2: Animation from 1920 - 1960 & Cel Animation Lab (4-7 Days)

Lesson/Lab Planning & Preparation

Lesson Overview

Students will learn about the progression of animated films from 1920 through 1960, including the innovation of the cel technique which would be used in the industry until the 1990s. The content of the lesson will provide context for Lab 2: Create a Cel Animation.

In the lab, students will recreate a basic cel animation working in groups of 3-5. This lesson requires supplies and advance preparation.

Unit 1 Lab Materials Supply List

Lesson Objectives:

Students will be able to explain the traditional, hand-drawn, cell animation process including the following elements:
- Script/Story
- Storyboarding
- Actor Voiceover Recording
- Story Reel
- Exposure Sheet (X Sheet)
- Layout Drawings
- Character Design
- Animation Pencil Drawings
  - Character animation
  - Inbetween animation
  - Effects animation
  - Background art
- Cel Creation
  - Inking
  - Painting
- Filming/Photographing
- Editing
Students will be able to apply the cel animation process.
- Animation Pencil Drawings
- Inking
- Painting
- Scanning (in place of photographing)
- Editing

Lesson TEKS

(3) The student understands professional communications strategies. The student is expected to:

(e) apply active listening skills;

(4) The student understands and employs problem-solving methods and conflict-management skills. The student is expected to:

(a) employ critical-thinking skills independently and in groups; and

(b) employ interpersonal skills in groups to solve problems.

(7) The student applies leadership characteristics to student leadership and professional development activities. The student is expected to:

(a) demonstrate leadership skills independently and in a group setting;

(b) conduct and participate in groups; and

(9) The student applies technical skills for efficiency. The student is expected to employ planning and time-management skills to complete work tasks.

(14) The student researches the history and evolution of animation. The student is expected to:

(a) explain the history of animation;

(15) The student understands and applies animation principles, elements, and techniques. The student is expected to:

(b) describe and use cells, stop motion, tweening, motion paths, masking, looping, scripting/programming, and interactivity;

What You Will Need:

U1 History of Animation Slideshow (slides 25 - 32) - Lesson 3
U1 History of Animation Slideshow (slides 33-37) - Lab 2
Lots of cardboard - Students will create a tower to help reduce the amount of table space needed for painted cells to dry. Fifteen 13" x 13" pieces per group should be enough.
Vellum (Tracing) Paper
Transparency Sheets (in place of traditional cels)
Light boards
Acrylic Paint and Brushes
Black Paint Pens
Paper towels
Disposable cups
Pencils
Scanner
A few sheets of green cardstock
X-Sheet Instructions
Download the individual frames and print out one copy for each group
Audio Track Download

Instruction

Opening - Warm Up: Check for Recall (5 minutes)

Ask a question to check for students’ ability to recall information from the previous lesson.

Mini-Lesson (5 minutes)

Discuss slides 26 - 32 with the class.

Show the Introduction to Lab 2: Cel Animation Lab video on slide 32 and begin the lab. Expand on the instructions based on your personal preferences.

Group Work Time (4-7 Days)

Use the instructional videos in the slideshow to guide students through the project. Below is a brief written description of the various tasks.

Sketching/Tracing: Use the vellum paper to trace the various animated elements. There is no need to trace the background. Elements should be traced separately.

Rahul - 18 frames
Can - 6 frames
Window - 2 frames
Glass - 2 frames
Fox - 4 frames

Inking: Use a black paint pen to draw character/object outlines onto the cels. Cels should dry for at least 5 minutes before being passed onto the painters.

Painting: Paint the cells on the opposite side of the ink outlines. Cels need a minimum of 24 hours to dry.

Scanning: Students will scan completed and dried cells on the background or green cardstock.

Editing: Students will assemble and edit the final sequence in Premiere Pro.

Wrap Up - Clean Up (5 minutes)

There will likely not be enough time to do a traditional wrap-up. Use the last 5 minutes of class to clean up and get your room ready for the next class.

Lesson 4: The Transition to Digital Processes - Xerography and CAPS (1-2 Days)

Lesson Planning & Preparation

Lesson Overview

Students will learn how xerography and CAPS allowed the animation industry to survive potential bankruptcy. Students will explore these technological advancements and their implications for animation studios' finances and profitability.

Lesson Objectives

Students will be able to describe the financial crisis facing the animation industry in the late 1950s and early 1960s.
Students will be able to explain xerography and its impact on the animation industry.
Students will be able to explain CAPS and its impact on the animation industry.

Lesson TEKS

(2) The student applies academic knowledge and skills in animation projects. The student is expected to:

(3) The student understands professional communications strategies. The student is expected to:

(b) organize oral and written information;

(7) The student applies leadership characteristics to student leadership and professional development activities. The student is expected to:

(a) demonstrate leadership skills independently and in a group setting;

(9) The student applies technical skills for efficiency. The student is expected to employ planning and time-management skills to complete work tasks.

(14) The student researches the history and evolution of animation. The student is expected to:

(a) explain the history of animation;

(b) describe how changing technology is affecting the industry;

What You Will Need

U1 History of Animation Slideshow (slides 38-49)
Animation U1L4 Research and Reflection: The Transition to Digital Processes - Xerography & Caps
1. 1. - This link creates a copy of the EDIT version of the Google Form. Please save it in your personal course folder.

Instruction

Opening - Warm Up: Check for Recall (5 minutes)

Ask a question to check for students’ ability to recall information from the previous lesson.

Mini-Lesson (15 minutes)

Review slides 38-49 with the class and discuss.

SOLO Work Time (25 minutes)

Animation U1L4 Research and Reflection: The Transition to Digital Processes - Xerography & Caps

Wrap Up - Exit Ticket (5 minutes)

Ask a question designed to check for students’ understanding of the lesson content.

Lesson 5: The End of Hand-Drawn Animation and The Rise of Computer Animation (1 Day)

Lesson Planning & Preparation

Lesson Overview

Students will review the end of hand-drawn animation and the rise of computer animation in the late 1990s to early 2000s. Students will also review the history of computer-generated imagery (CGI).

Lesson Objectives

Students will be able to describe the events that led to the end of traditional animation and gave rise to computer animation.
Students will have a basic understanding of the history and development of computer-generated imagery from 1961 to the present.

Lesson TEKS

(14) The student researches the history and evolution of animation. The student is expected to:

(a) explain the history of animation;

(b) describe how changing technology is affecting the industry;

(d) compare current animation technologies with historical technologies;

What You Will Need

U1 History of Animation Slideshow (slides 51-58)

Instruction

Opening - Warm Up: Check for Recall (5 minutes)

Ask a question to check for students’ ability to recall information from the previous lesson.

Mini-Lesson (40 minutes)

Review slides 50-58 with the class and discuss.

Wrap Up - Exit Ticket (5 minutes)

Ask a question designed to check for students’ understanding of the lesson content.

Lesson 6: Types of Modern Animation (1-3 Days)

Lesson Planning & Preparation

Lesson Overview

Students will review the 5 modern types of animation.

Lesson Objectives

Students will be able to compare and contrast the following types of modern animation:
1. 1. 2D Animation
  2. 3D Animation
  3. Motion Capture
  4. Motion Graphics
  5. Stop Motion

Lesson TEKS

(2) The student applies academic knowledge and skills in animation projects. The student is expected to:

(3) The student understands professional communications strategies. The student is expected to:

(b) organize oral and written information;

(e) apply active listening skills;

(4) The student understands and employs problem-solving methods and conflict-management skills. The student is expected to:

(a) employ critical-thinking skills independently and in groups; and

(7) The student applies leadership characteristics to student leadership and professional development activities. The student is expected to:

(a) demonstrate leadership skills independently and in a group setting;

(9) The student applies technical skills for efficiency. The student is expected to employ planning and time-management skills to complete work tasks.

(14) The student researches the history and evolution of animation. The student is expected to:

(a) explain the history of animation;

(b) describe how changing technology is affecting the industry;

(d) compare current animation technologies with historical technologies;

(e) compare various styles of animation; and

(f) explore emerging and innovative animation technologies and software.

What You Will Need

U1 History of Animation Slideshow (slides 59-69)
U1L6 Student Essay: 2D vs 3D Animation
1. - This link creates a copy of the EDIT version of the Google Form. Please save it in your personal course folder.

Instruction

Opening - Warm Up: Check for Recall (5 minutes)

Ask a question to check for students’ ability to recall information from the previous lesson.

Mini-Lesson (15 minutes

Review slides 59-69 with the class.

Solo-Work Time (25 minutes)

Instruct students to complete the U1L6 Student Essay: 2D vs 3D Animation. This assignment is intended to be researched and completed in an essay format using proper grammar, spelling, punctuation, capitalization, and sentence structure.

Wrap Up - Exit Ticket (5 minutes)

Ask a question designed to check for students’ understanding of the lesson content.

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